Today’s post will provide a lesson, inspired by the body, that has students free-writing, reading several mentor text poems, viewing a video performance of a mentor text poem, and finally writing a poem. My students had fun with this lesson, and produced impressive work! In all, it took us about three 50-minute class periods to get through. Another couple of days could be added on if you decided to workshop their poems in class. Continue reading
Today’s #TeachLivingPoets post is brought to you by guest writer, Matt Brisbin. Mr. Brisbin teaches English at McMinnville High School in McMinnville, Oregon, and has been a high school English instructor for 12 years. Aside from reading and writing, his passions in life include spending time with his family and cheering on various sports teams at the high school, college, and professional levels. You can follow him on Twitter @Mbrisbin11.
Last week, a comment by one of my students, spoken with a smile on the way out the door, really made me think about the way my students tend to read poetry.
“You know something, Mr. Brisbin, I’ve never really liked poetry, but I’ve really enjoyed the spoken word poems you’ve shared with us this year.” Continue reading
Students may feel confused or lost when identifying a speaker’s attitude toward in a poem. I offer this post as a means to help teach students how to grapple with tone, starting with a poem that has a clear — no — more like, in-your-face tone, followed by a poem with a tone that’s a little more subtle and complex.
Earlier this week, the third installment of the #TeachLivingPoets Twitter chat dropped. The August 28th chat was hosted by Susan Barber, who teaches in Atlanta public schools. Clint Smith’s poem “There Is a Lake Here,” which is the last poem in his collection Counting Descent (Write Bloody, 2016), was our focus as the common text for the chat. There were so many innovative ideas brought up by various educators all around the country who participated in the chat, and this post is going to sort them all out into an organized poetry unit you could teach in your classroom. Continue reading
Last year, my students read RA Villanueva’s Reliquaria (University of Nebraska Press) and Kaveh Akbar’s chapbook Portrait of the Alcoholic (Sibling Rivalry Press) (which I am changing to his full collection for this year, Calling a Wolf a Wolf, Alice James Books). New this year in AP Literature will be Safia Elhillo’s The January Children (University of Nebraska Press); and in American Literature, José Olivarez’s Citizen Illegal and Eve Ewing’s Electric Arches (both from Haymarket Books).
Last year, while teaching both Villanueva and Akbar’s collections, never did I ever stand in front of the room and “teach the poem.” Instead, we learned through class discussion and group collaboration. Each night, students read five poems for homework. They were to read the poem, and annotate it for things that they noticed, which could entail poetic devices, words that stuck out to them, thoughts on structure, questions brought up by the poem, or anything they felt like making note of on the page. Having read the poems and bringing them annotated to class the next day made sure students were prepared with some thoughts to discuss and engage with their peers. Five poems a night seemed a good number, as it wasn’t too much that they weren’t reading the poems closely, and it kept us at a steady pace working through the book.
Here are three of my favorite activities you could do with any poetry collection: Continue reading
Another school year is upon us, and it’s time for us to think about all the things: curriculum, building relationships with new students, texts, end-goals, et cetera, et cetera. For me personally, I want to continue my inclusion of living poets into my AP Literature and Creative Writing class, but I also want to do a better job this year of including it in my 11th grade American Lit classes. I’ve already added some books onto their syllabus; they get to choose between José Olivarez’s Citizen Illegal or Eve Ewing’s Electric Arches (both from Haymarket Books). I feel really good about having titles on my syllabus as a starting point, but I know I will need to put in some work to get my juniors’ curriculum where I want it to be in regards to #TeachLivingPoets. Continue reading
I’m no booking agent, but I have individually planned poet visits to my school, so maybe telling you about my process will help you to give it a whirl as well. And I sincerely hope that you do because it is a remarkably inspiring experience your students will remember for a long time.
I remember reading an edu-blog a couple of years ago about bringing visiting writers into the classroom, and one of the author’s rules was “Do not attempt to plan an author visit by yourself.” I took this as a personal challenge and have since planned classroom visits with poets including José Olivarez, Kate Partridge & LA Johnson (they came together), and RA Villanueva & Kaveh Akbar (also together) by myself. José came for a half day; Kate & Liz came for a Creative Writing class. Ron and Kaveh spent an entire day at my school, and I will focus on this most intensive event, as it required the most planning and preparation.
Family names, nicknames, going by your middle name, common names, cherished names, meaning of names, unique names–these were all up for consideration as students drafted a poem about their name.
Students wrote their full legal name at the top of a blank sheet of paper and spent a couple minutes making a list of all the names they are called or call themselves, including nicknames, terms of endearment (or other terms), mispronunciations (if applicable), and any information they may possibly know about why their name was chosen for them. Continue reading
My white boards cried when I finally erased their notes from the day (or was that me?), and if I try hard enough, I can see a flash of Ron writing them in my memory. Another flash I can still conjure is of Kaveh’s rocking back and forth, as if possessed by language, reading from his book. I try to summon the images repeatedly, try to tap back into the energy and wonder of it all, as I write this post. I know I can never do it justice; I will never be able to explain the magic that happened just a few days ago, but I am certain that the magic I’m speaking of is out there, being carried around inside of my students. The room has lingerings of the energy created by the fusion of Ron and Kaveh and my kids – an energy I want to nurture and sustain as long as possible. I almost want to stop writing, because maybe if I write it all down, it will somehow be over. Continue reading
Quick — think of a polysyllabic word that starts with R. How about a word starting with C? Okay, now think of four words in a row (in a phrase that makes sense) that all start with W.